THE HOWARD
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`JOURNAL OF PENOLOGY
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`
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`1970
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`II’1u:.111:!
`
`AND CRIME PREVENTION
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`GTL 1012
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`IPR of US. Patent 6,636,591
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`GTL 1012
`IPR of U.S. Patent 6,636,591
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`

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`This material may be protected by Copyright law (Title 17 U.S. Code)
`
`REWARDS IN AN INSTITUTION FOR YOUTHF
`
`OFFENDERS
`
`This is a detailed description of how to use rewards for various kinds of positive behav
`in order to reinforce harming such behaviour. It is based on the theory of operant condition
`the method is based on a token economy.
`
`By Loren Karacki and Robert B. Levinson
`
`
`On January 14th, 1969, the Robert F. Kennedy Youth Centre (KY-
`began operation with the arrival of 85 youthful offenders. Designed to rep
`the century-old National Training School in Washington, DC, KYC is
`open, cottage-type institution nestled within a valley near Morgantown, W
`Virginia. With capacity of 325, the Center receives Federal law violat'
`ages 15—19, whose homes, generally, are in the eastern half of the coun
`The largest offender category, consists of Dyer Act violators (persons ivh
`have crossed a state line in a stolen automobile). Other major offense catego'
`include drug law violators, postal law violators, and individuals who h
`
`committed crimes on Federal property.
`
`The treatment programme at the Centre incorporates a number of inno
`(1) a differential treatment progra"
`tions. Prominent among these are:
`
`based upon a behavior typology developed by Quay er al.;2 (2) an educatio
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`vocational programme built around various vocational clusters3; and (3.
`token economy system which enables the performance of students—inmate
`to be evaluated and rewarded.
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`the token economy system will be discussed—firs _
`In this article,
`describing how the system operates; second, by indicating some of the adv.
`tages of this approach over more traditional institutional reward systems;' '-
`finally, by providing a preliminary assessment as to how the token econO'.
`system has functioned thus far. But first, a brief description of other as
`of the programme at KYC is in order“.
`
`Differential Classification
`.
`When a new student—as offenders are referred to—arrives, he is se__
`
`the Reception Centre where he remains for approximately two weeks. WI.
`there, he undergoes extensive testing,
`including the administration of -
`instruments especially developed by Quay and his colleagues for rating etude
`along various behavioral dimensions. Based upon this test profile, the ne
`admitted student is classified into one of five behavioral categories or BC-ty'p'
`BC—l
`(inadequate—immature); BC—Z (neuroticidisturbed); BC—3 (psyc'
`pathicwaggressive); BC—4 (sub-cultural—gang oriented); and a more recall
`established and, as yet, untitled BC-S category, which is a sub—group of .B'
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`2O
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`:BC—4. He is then assigned to the particular cottage where his BC-type
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`housed.
`jOnce assigned, the student becomes the responsibility of that cottage’s
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`ssification committee. The Cottage Committee consists of the Cottage
`per-visor (a caseworker) the student’s Counselor (a correctional Oflicer/
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`ounselor), and a member of the teaching staff. Cottage Committee members
`nuliarize themselves with the student’s case and, in consultation with other
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`embers of the staff, develop and monitor a treatment and training programme
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`vent to the particular needs of the student. Since the programme at KYC
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`__ sists primarily of academic and vocational training during the day and an
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`ening cottage programme, the main task of the Cottage Committee is that
`nvolving the student meaningfully in these areas.
`In addition, however,
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`tention must be given to such matters as release planning, the student’s
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`edical and religious needs, and assignment to chores for two hours per day.
`
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`using Units
`" Cottages are designed for up to 55 students. They are staffed by a Cottage
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`pervisor (a social worker), an Assistant Cottage Supervisor (a Correctional
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`S11pe1visor), two or more Correctional Officer/Counselors and enough Correc-
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`dual Officers to provide 24—hour coverage. Each cottage operates virtually
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`- an autonomous unit and has responsibility for developing and implementing
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`programme especially suited for the BC—type individual it houses.
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`__,
`In the case of the BC—l or immature group, for example, since these students
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`characteristically are weak and dependent individuals who behave in childish
`and irresponsible ways, the major programme objectiveIS to establish a secure
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`and nonethreatening environment in which ‘growing—up’
`can be stressed.
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`he approach taken1s a combination of individual counseling, ‘fatherly’ talks,
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`nd group activities such as town meetings and group discussions.
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`In contrast, since the BC-3 or psychopathic group consists of rather
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`ggressive, manipulative individuals who frequently become institutional
`rouble—makers’, the primary objective in that cottage has been to provide
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`11 environment in which their energy can be absorbed while control is still
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`aintained Consequently, emphasis has been placed upon athletics and other
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`rms of physical activity, with only limited effort made to establish verbal
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`interaction through individual or group counselling.5
`t“
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`
`--The Programme Day
`During weekdays, students Usually are scheduled for six hours of training.
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`This programme represents a major effort in integrating vocational training
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`:with academic instruction. The programme is structured around several
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`{Subjects such as aerospace, graphic arts and electronics. These, in turn, are
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`subdivided into various segments such as power technology, wood and plastics
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`technology and metals technology, to name three under the aerospace lab
`The academic and vocational training a student receives in each ‘vocatio
`cluster’ is specifically geared to the knowledge and skills necessary for emp__
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`ment in that field. In this manner, the practical value of classroom instructi
`is made apparent.
`-
`-
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`Nearly two hours of a student’s day are spent on a chore detail. The we
`performed contributes to institutional maintenance and is not regarde
`having treatment value for students Religious instruction and medical tre
`ment are also provided. An efi'ort1s made to maintain community conta
`through town visits, furloughs and work/study release.
`'
`
`
`__
`_.
`Class Levels
`
`Another aspect of the programme at KYC is a'class level or privil'
`system. All students begin at the trainee or lowest class level. They must
`demonstrate their ability to progress in their programme before they can '-
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`promoted to the next level of apprentice and eventually to the highest class
`level+honor student The higher the level, the greater the advantages
`.
`
`example, while trainees can only wear institutional issue clothing, apprenti
`students are permitted to Wear civilian clothing during evening hours a
`weekends while honor students wear regular clothes whenever they Wis
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`Similarly, whereas trainees are not permitted to leave the institution, appren
`are eligible for town trips and study release, while honor students are _al
`eligible for home furloughs, work release, and parole.
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`
`Overview of the Token Economy System
`A major element of the programme at KYC is the token economy syste'
`the method by which students are, in effect, rewarded for appropriate behavio
`Based upon operant conditioning principles of modifying behaviour throii
`external rewards,
`this approach to retraining has been successful
`in s
`diverse fields as mental health and work with the mentally retarded and em;
`tionally disturbed.6 Its application in the field of corrections, however, 11
`
`been limited to small experimental studies.7 Consequently, the token economy
`at KYC represents one of the more ambitious undertakings of this nattu‘
`in the field of corrections.8
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`Student Earnings
`Through the token economy students earn points for good behavi
`_
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`The points have a monetary value (I point—be 1 cent) and can be used fort
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`purchase of goods and services. They are earned in two ways: (1) throng
`a regular token economy system by which students earn points on a we:
`basis while working in the cottage, school, and at chores; and (2) by a bull.
`point system in which points can be immediately awarded to youths for cer
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`In the regular system, the amount of points a student
`Pagitive behaviour.
`(tan earn in any week is dependent upon his class level. Trainees can earn up
`5750 points, with 250 coming from the cottage area, 375 from school, and
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`'5 from chore detail; apprentices earn at a rate of 10 per cent greater than
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`ainees; and honor students earn at a rate 20 per cent greater than trainees.
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`Rating forms are used by staff to evaluate performance. Regarding
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`hool, for example, the form contains such items as: arrives on time, uses
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`ass time productively, plans work, etc. The basis for evaluation is deliberately
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`xible so that one student may be scored on a variety of behavioral items
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`hile another may only be evaluated in the one area where he has evidenced
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`oblerns in the past. Rating forms are completed by Sunday of each week,
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`d on Thursday students receive an earnings statement indicating points
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`-eceived and their current financial status.
`The bonus point system (the second method by which students can earn
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`points) differs from the regular economy in that rewards are immediate and
`[no limit exists on the number of bonus points a student can earn over a given
`eriod of time—although there is a limit on the number of bonus points any
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`dividual act can get. It is expected that bonus points will be used primarily
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`o reward especially meritorious behaviour. For example,
`the successful
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`ompletion of a unit of study by a recalcitrant student, or assisting staff in an
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`mergency situation, are acts which may warrant bonus points. Such bonuses
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`onsist of slips of paper on which a student’s name is written; these are given
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`directly to the student by the staff member.
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`‘ The bonus point system, with its emphasis upon immediate and unlimited
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`rewards,
`is more consistent with the tenets of operant conditioning theory
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`.thich hold that new behavioral learning is more likely to occur if desired
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`{behaviour is rewarded immediately every time it takes place. It is, therefore,
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`an effective device for shaping new behaviour. The problem with this approach
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`:15 that it tends not to be the manner by which society rewards its members.
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`5_ Consequently, the weekly token economy system, with its reliance upon delayed
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`;' gratification and definite limits to rewards, represents a system more nearly
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`approximating conditions outside the institution. It is hoped that this combina—
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`' tion of approaches to rewarding positive behaviour will prove to be a more
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`effective treatment tool.
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`Student Spending
`Points earned are nontransferable from student to student. They are
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`used in a variety of ways, some of which reflect voluntary spending and others
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`involuntary charges against student accounts, as follows:
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`
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`Savings. All trainees are required to deposit 40 per cent of their net
`earnings in a savings account, apprentices 20 per cent, and honor students
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`Earnings Tax. Each student is charged a weekly earnings tax of three
`per cent of his gross earnings which is placed in a general fund for his cottag
`These funds are used to sponsor social events such as dances and splash parti '
`and to pay for property damage in the cottage.
`In one case, for exampl
`Fines. Students can be fined for misconduct.
`a youth was fined 500 points for having taken a bottle of India ink for use
`a tattooing agent.
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`Commissary and Snack Bar Purchases. Points can be used to purchas
`such items as cigarettes, soap, and toothpaste from the Commissary; an
`candy bars, soft drinks and ice cream from the cottage Snack Bar. Purcha
`are made with spending cards which students obtain by writing checks again
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`their spending accounts. Each spending card is worth 200 points. Printed:
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`Recreation and Special Services Charges. Many leisure time activitie
`available must be paid for by the students.
`It costs to see a movie, to shod
`a game of table pool, or to use the gymnasium or swimming pool beyond th
`prescribed programme. Other privileges aiso carry a charge. Trips to to
`for special events, for example, cost points and a charge is made for rentin
`civilian clothing for the occasion. While no set formula exists for determin'
`how much an item or service shouid cost, generally the charges are in line Wit.
`actual prices in the free community.
`Miscellaneous Charges. Other ways in which points can be used includ.
`the purchase of civilian clothing, rental of cameras, a charge for overdraw
`checking accounts, and a tariif on items sent to students from outside tli
`institution by friends and relatives.
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`Advantages of the Token Economy System
`It can hardly be said that there is something new or revolutionary in .-
`correctional method which provides external rewards for positive behaviou
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`the contrary, such reward systems tend to be the very cornerstone upon
`Ill most institutional programmes are built. This principle is reflected in
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`ch well established practices as parole, ‘good time’, custody grading and
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`tntional work-pay systems. Further,
`the token economy system does
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`eliminate other institutional reward systems. Rather, its contribution is
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`e'of strengthening and enhancing these other aspects of the total institutional
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`ogramme. Nevertheless, the token economy at KYC is dillerent from other
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`I'etary reward systems.
`In this difference lies its potential for greater cor-
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`tional effectiveness.
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`Inclusiveness. Most institutional monetary reward systems are based
`__1.
`Igly upon work assignment performance. As a result, it is quite possible for
`"fiender not to participate in significant segments of the institutional pro-
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`anime and yet to receive full monetary reward, provided his non-cooperation
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`outside the work situation. In contrast, the token economy system extends
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`:virtually all aspects of life. Students are not only evaluated on how they
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`iform in their chore detail but also in school and in their cottages. Con-
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`quently, it is difficult for a youthto beat the system and to remain detached
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`om his programme without adversely affecting the number of points he earns.
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`2. Flexibility. Most monetary reward systems tend to be administered
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`orig rather narrowly prescribed and inflexible lines.
`Inmates are paid simply
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`for being in the work area, or their pay is based uphn the critent to which they
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`maintain production schedules.
`In either case, the basis for evaluation is
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`'e'stricted and usually has little real bearing on individual situations. By
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`contrast, the basis for evaluation at the Youth Centre is flexible and broadly
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`ased. It is possible, for example, for one student to be rewarded mainly in
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`tins of how he conforms to institutional regulations; and for another to be
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`aluated primarily on the basis of progress toward obtaining a high school
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`degree or on his behaviour in cottage group sessions.
`In this manner, staff
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`are able to direct the token economy system towards what appears to be a
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`articular treatment and training need of. a youth and to shift focus as circum—
`stances warrant.
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`institutional reward
`3. Universality. Another weakness of the usual
`systems is that they frequently exclude certain members of the olfender popula—
`_tion, thus contributing to gross inequities among inmates. This is usually the
`case with a work~pay system where there are not enough jobs to go around
`:or when new admissions are not assigned to work details until after completing
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`the orientation period. At KYC, all students participate in the token economy
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`system from the day of arrival to the day of departure. As a result, variations
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`in student earnings should reflect actual differences in behaviour rather than
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`merely fortuitous circumstance.
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`4. Self-contained Nature. A problem with some institutional reward.
`systems is that they are easily undermined by funds received from friends
`and relatives outside the institution. Consequently, differences which existed
`among offenders on the outside tend to be repeated inside the institution and,
`for those receiving such funds, the motivation to comply with institutional
`standards is often reduced.
`In the extreme, excessive pressure is placed on
`marginal family resources to provide funds for some incarcerated offenders;
`while affluent racketeers buy their way through their confinement period.
`
`At the Youth Centre, money sent to students is held for them until they
`are ready to leave and cannot be used in their spending account. Furthermore
`restrictions are placed on the kind of items a student can receive from outside
`the institution, while those which are permitted are subject to a tarifi'.
`In thi-
`way, the attempt is made to make the student solely dependent upon his own
`efforts and on the token economy system for his source of goods.
`"
`,4
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`5. Variety of Choice. In many institutions, what an inmate can do with
`his funds is iimited to what is available in the Commissary and Snack Bar.
`At the Youth Centre, students not only enjoy these privileges, but have many
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`other goods and services available to them. They can buy telephone calls
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`home, or pay for items ordered from a mail order catalogue; they can pay
`to attend selected events in the community such as athletic games, concerts,
`plays, dances and parties; they can pay to use recreation equipment and facilities
`during their leisure hours, etc. This variety of choice makes the token economy
`system significant and meaningful.
`
`
`
`Initial Experiences
`The KYC token economy has not been an easy system to operate. The
`seemingly countless forms and unrelenting deadlines necessary to operate the
`system on a current basis have required an enormous effort from institutional
`personnel and, at times, have taxed the patience of even the most sanguine
`staff member. Nevertheless, the expectation is that it will prove to be both an
`effective population control device and a powerful treatment tool.
`
`Since the programme has only been in operation a brief period, any effort
`at assessing it at this time would be premature, particularly since the evaluation,
`in part, is dependent upon obtaining follow-up information on students after
`release. It is possible, however, to comment on how the token economy system
`has operated thus far.
`
`Within the framework of operant conditioning theory, consideration
`must be given to: (1) determining the desired behaviour; (2) observing and
`recording occurances of the desired behaviour; and (3) providing appropriate
`rewards.
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`mination of Behaviour to he Rewarded
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`The principles of operant conditioning theory provide a method of changing
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`our but not a method for selecting the behaviour to be changed. Ulti—
`': therefore, the success or failure of any programme of this sort depends
`Y:
`
`he ability of staff to select appropriate behaviour.
`11 this regard, problems have arisen since staff have shown a tendency to
`'e ‘form bound’; that is, they frequently rely upon the various rating
`
`.
`{mainly devised to suggest general ways students could be rewarded,
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`I [than developing individualized behaviour goals. This, in itself, would
`
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`be a problem if the purpose of the token economy system were merely to
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`as
`re that students got up on time in the morning or remained seated in class;
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`the): words, if the purpose was simply to run a smooth institution. But
`
`e the token economy is also meant to contribute directly to rehabilitation,
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`e‘fi'ort must be made to relate it to specific treatment and training needs.
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`.- This is no easy task. Frequently, what needs to be changed is not so much
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`sp __1fic, observable behaviour as intangibles attitudes and values. Moreover,
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`rarely finds at KYC such behaviour as phobic reactions, serious withdrawal,
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`enuresis, or persistent assaultive behaviour which readily lend themselves
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`reatment' by operant conditioning techniques.9 It is necessary, therefore,
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`__
`:."_cottage staff and school personnel receive the assistance of psychologists,
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`ither those on the Centre’s staff or outside consultants.
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`A recent innovation has been the use of a reinforcement ‘menu’ as part of
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`th Admission Unit testing programme.10 This will enable cottage personnel
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`individualize rewards since each student indicates those things he finds
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`ost pleasurable.
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`Observing and Recording Behaviour '
`Numerous minor problems have arisen over such matters as communicating
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`' staff behaviour to be observed and devising forms for recording this behaviour
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`hen it occurs. There has been a persistent problem in perceiving how points
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`hould be credited to students.
`It was originally intended that each student
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`would begin each week with a clean slate and would accumulate points through-
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`but the period as he demonstrated positive behaviour. As it was, the forms
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`. or recording behaviour were structured in such a manner that many students
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`ought they began each week with the full quota of points and would lose
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`points for misconduct. Consequently, rather than functioning as a positive
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`reward system to promote new behavioural learning, the system appeared to
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`be another way to punish misconduct. Efiorts are now being made to re-direct
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`the system along the intended lines.
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`Rewards for Behaviour
`
`A third problem is the use of points earned. Somewhat unexpectedly
`hOWever, this involves those who provide the points rather than those wh
`spend them, since it is essentially a budgetaly problem which has arisen. Indeed
`
`
`can be called an economy of abundance. That is, in addition to paying all"
`involuntary charges against their accounts, students appear to be earning
`enough points to satisfy their wants for such basic teenage staples such a
`candy bars, soft drinks, and cigaiettes and still afi‘ord extras such as dances
`games on the pool table, movies etc During the last week1n July, for example
`the average student began the week with over thirteen dollarsin his spending
`
`account while earning over six dollars during the week.
`It is no wonder
`therefore, that he could spend, on the average, more than three dollars for
`Commissary goods and another dollar for snack ba1 items during that week
`without causing a se1ious drain on his spending account.
`_
`It
`is noteworthy that
`this economy of abundance appears to have _,
`contributed to a positive institutional climate among students. At least there
`seem to be fewer instances of theft and related forms of misconduct at KYO
`than1s usually the case in institutions for young offenders.
`In order to appreciate the budgetary problem which has arisen, a distinc—
`tion needs to be made between ‘hard’ and ‘soft items in the token economy.
`‘Hard’ items are those which must be paid for with real money from the token
`economy budget. Primarily this consists of money spent by students for
`consumable goods and money set aside for savings.
`‘Soft’ items, in contrast,
`are those which are not charged to the token economy budget either because
`no actual costs are involved. Transportation to town, for example, is a soft
`item because, although students must pay to go to town, the actual cost of
`transportationis paid f01 from another budget.
`Based upon original estimates, approximately $2. 50 was set aside for each
`student per week to cover the cost of hard items. As it turned out, over twice
`the budgeted amount is being used for them. This suggests that staff may be
`too generous in the rewarding of points to students.
`It also indicates the
`need for more planning to develop more non—cost (or soft) items on which
`students can spend their funds. This is currently under review and some
`modification of the system is expected.
`Another issue concerns the rewards themselves. A few students have
`occasionally refused to perform desired behaviours because they feel too few
`points are being awarded. The value that students place on points is inverse
`to their need for them. As points accumulate in their spending accounts over
`the weeks, some feel they can afford to leaf. While this is disconcerting for
`stafl‘, and may present some management problems, such a turn of events
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`y not be totally undesirable. It does get across to the student the idea that
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`[lagged life can be earned by staying within the law. The problem, of course,
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`So. insure that good things are being earned and not given away in an unrealis-
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`ally generous environment.
`
`
`(inclusion
`This discussion of the experience to date with the token economy system
`
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`'KYC has concentrated on problems encountered. This should not over-
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`hadow the general impression that the token economy has got off to a good
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`rt and appears to have been accepted by both staff and students. Thus,
`
`
`he problems remain, the token economy has proved to be a workable system
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`which deserves further testing and refinement.
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`
`
`' Youthful offenders from the western part of the nation are sent to the Federal Youth
`Centre, Englewood, Colorado.
`
`' Peterson, I). R., ‘Behaviour Problems of Middle Childhood’, Journal of Consulting
`Psychology, 1961, 25, 205-209; Peterson, D. 11., Quay, H. C. and Cameron, G. R.,
`‘Personality and Background Factors in Juvenile Delinquency as Inferred from
`Questionnaire Responses’, Journal of Consulting Psychology, 1959, 23, 395499;
`Peterson, D. R., Quay, H. C. and Tiffany, T. L., ‘Personality Factors Related to
`Juvenile Delinquency’, Child Development, 1961, 32, 355—372; Quay, H. C. and
`Peterson, D. R.,
`‘The Questionnaire Measurement of Personality Dimensions
`Associated With Juvenile Delinquency’, Mimeo, 1964; Quay, H. C., ‘Personality
`Dimensions in Delinquent Males as Inferred from the Factor Analysis of Behaviour
`Ratings’, Journal of Research in Crime and Delinquency, 1964, 1, 33—37; Quay, H. C.,
`‘Dimensions of Personality in Delinquent Boys as Inferred from the Factor Analysis
`of Case History Data’, Child Development, 1964, 35. 479—484; Quay, H. C. and Quay,
`Lorene C., ‘Behav'iour Problems in Early Adolescence’, Child Development, 1965,
`36, 2157220; Quay, H. C., ‘Personality Patterns in Preadolescent Delinquent Boys’,
`Educational and Psychological Measurement, 1966, 26, 99—110; Quay, H. C., Morse,
`W. C., and Cutter, R. L., ‘Personality Patterns of Pupils in Special Classes for the
`Emotionally Disturbed’, Exceptional Children, 1966, 32, 297—301.
`
`Developed under contract by Learning Systems, Inc., Washington, DC.
`
`A more detailed description of programme is found in: Gerard, Roy, et al., Dmrential
`p,
`Treatment .
`.
`. A Way to Begin, Robert F. Kennedy Youth Centre, Morgantown,
`West Virginia, May, 1969.
`
`The treatment approach for this group is based upon an experimental programme
`developed at the National Training School in Washington, D.C. See: US. Bureau of
`Prisons, Project R.E.A.D.Y. (Reaching Effectively Actingout Delinquent Youths),
`Washington, D.C., US. Bureau of Prisons, 1968. See also: Quay, Herbert C. and
`Levinson, Robert B., ‘The Prediction of the Institutional Adjustment of Four Sub—
`groups of Delinquent Boys’, Mimeo, 1969.
`
`See, for example: Ayllon, Teodore and Azrin, Nathan H., Token Economy: A Motiva-
`iiiggtgil System for Therapy and Rehabilitation, New York, Appleton-Century-Crofts,
`A recent list of 50 institutions in the United States and Canada involved in token economy
`systems contained only three institutions for confined ofi‘enders. Krasner, Leonard
`and Atthowe, John, Jr., ‘Token Economy Bibliography’, Mimeo, 1968. For examples
`of programmes in correctional
`institutions involving token economics or other
`operant
`learning techniques, see: Burchard, John D.,
`‘Systematic Socialization:
`A Programmed Environment for the Habilitation of Antisocial Retardates’, The
`
`29
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`
`Psychological Record, 1967, 17, 461476; Burchard, John D. and Tyler, Vernon 0.,
`Jr.,
`‘The Modification of Delinquent Behaviour through Operant Oonditioning‘,
`Behaviour Research and Therapy, 1965, 2, 245—250; Callihan, W. W., ‘A Training
`Programme for Teenage Male Residents with Histories of Delinquent Behaviour’,
`Mimeo, 1967; Cohen, H. L., Filipczak, J. A. and Bis, J. 8., ‘Case Project: Contin—
`gencies Applicable for Special Education’. to be published in R. E. Weber (Ed)
`(a book on education and delinquency, Office of Juvenile Delinquency and Youth
`Development, Department of Health, Education and Welfare); Ross, R. R., ‘Applica-
`tion of Operant Conditioning Procedures to the Behavioural Modification of Institu-
`tionalized Adolescent Ofi‘enders’, Mimeo, 1967; Tyler, V. 0., Jr., ‘Exploring the
`Use of Operant Techniques in the Rehabilitation of Delinquent Girls’, Paper read
`at American Psychological Association meeting, Chicago, 1965; Tyler, V. 0., Jr.,'
`‘Application of Operant Token Reinforcement
`to Academic Performance of an
`Institutionalized Delinquent’, Psychological Reports, 1967, 21, 249—260; Tyler, V. 0.,
`In, and Brown, G. Duane, ‘The Use of Swift, Brief Isolation as a Group Control
`Device for Institutionalized Delinquents’, Behavioural Research and Therapy, 1967,
`5, 1—9; and Tyler, Vernon 0., in, and Brown, G. Duane, ‘Token Reinforcement of
`Academic Performance with Institutionalized Delinquent Boys’, Mimeo, undated.-
`
`8. The token economy at the George Junior Republic in Freeville, New York (which
`considerably predates the one at KYC) also represents a comprehensive approach
`along similar lines.
`
`;
`
`9. The difficulty in relating the token economy to individual treatment and training pro-
`grammes is stated somewhat differently by Tyler and Brown.
`‘In a school for delin-
`quents, the size of living units, the limited number of staff, the large number of
`youngsters, and the numerous responsibilities of the staff members make it difficult
`to set up individualized programmes without extra staff to record data and administer
`contingencies with precision’ (op. cit, 13.1).
`
`10. This is an adaptation of a reinforcement survey schedule developed by I. R. Cautela
`and R. Kastenbaum, Psychology Reports, 1967, 20, 1115—1130.
`
`PSYCHODRAMA IN A PSYCHIATRIC PRISON
`
`By Dr. W. Sluga
`
`'
`
`.
`
`A description of a special form of psycho-drama with dangerous and disturbed prisoners; .-
`and its effects on them and on the institution itself.
`
`In 1963, the Austrian Ministry of Justice opened a special psychiatric
`prison at Mittcrsteig.1 It is used for prisoners who are too difficult for a normal.
`prison regime. The psychiatric management is provided by the Vienna Univer- ;
`sity Clinic of Neurology and Psychiatry. This special institution, although
`relatively small, with places for only 30 male prisoners, was to become an
`experimental place for new treatment methods for convicted prisoners. Looking
`back, we can now say that these new methods have caused a definite change
`in the treatment concept for offenders in Austria. The psychiatric prison
`has shown that it is possible to combine, in a useful way, the notion of security I
`and that oftreatment. This thinking has also been expressed in recent legislation
`enacted by parliament.
`The inmates of the psychiatric prison are especially difficult criminals
`with psychopathic, neurotic and occasionally, psychotic disturbances. They
`
`30
`
`